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The table illustrates the proportion of students giving good ratings for different aspects of a university in China in 2000, 2005, in 2010.

The table illustrates the proportion of students giving good ratings for different aspects of a university in China in 2000, 2005, in 2010. wxqNl
1 The table illustrates the proportion of students giving good ratings for different aspects of a university in China in 2000, 2005, in 2010. Overall, there was an increase in the proportion of students giving good rating for technical quality, print resources, and electronic resources of a university in China between 2000 and 2010, while the figure a for range of modules offered decreased and building/teaching facilities remained constant throughout the period given in China between 2000 and 2010. In 2000, the proportion of students giving good rating for technical quality was 63% then it unchanged for next 5 years, then it increased slightly to 69% in 2010. a similar change can be seen a figure for print resources from 2000 to 2005 was 87% increased to 95%, then it decreased slightly to 91% in next 5 years. The figure a for electronic resources was 45% and it increased significantly to 89% in China in 2010 In 2000, the proportion of students giving good rating for range of modules offered decreased was 33%, then it dropped slightly to 26% in 2010. By contrast, the figure for building/teaching facilities was 75% and remained constant throughout the period given in China in 2010.
1

The table illustrates the
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proportion
of
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students
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giving
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good
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ratings
for
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different
aspects of a university in China in 2000, 2005, in 2010.

Overall
, there was an increase in the
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proportion
of
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students
You use this word too often, consider replacing it with
giving
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
rating
for technical quality, print resources, and electronic resources of a university in China between 2000 and 2010, while the
You use this word too often, consider replacing it with
figure
a for range of modules offered decreased and building/teaching facilities remained constant throughout the period
This phrase/word (depending on the context) can be potentially replaced with :
given
in China between 2000 and 2010.

In 2000, the
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proportion
of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
giving
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
rating
for technical quality was 63% then
Did you mean "is" or "it is"?
it
unchanged for
next
5 years, then it increased
slightly
to 69% in 2010.
This sentence does not start with an uppercase letter
a
similar
This phrase/word (depending on the context) can be potentially replaced with :
change
can be
This phrase/word (depending on the context) can be potentially replaced with :
seen
a
You use this word too often, consider replacing it with
figure
for print resources from 2000 to 2005 was 87% increased to 95%, then it decreased
slightly
to 91% in
next
5 years. The
You use this word too often, consider replacing it with
figure
a for electronic resources was 45% and it increased
significantly
to 89% in China in 2010

In 2000, the
You use this word too often, consider replacing it with
proportion
of
You use this word too often, consider replacing it with
students
You use this word too often, consider replacing it with
giving
You use this word too often, consider replacing it with
good
You use this word too often, consider replacing it with
rating
for range of modules offered decreased was 33%, then it dropped
slightly
to 26% in 2010. By contrast, the
You use this word too often, consider replacing it with
figure
for building/teaching facilities was 75% and remained constant throughout the period
This phrase/word (depending on the context) can be potentially replaced with :
given
in China in 2010.
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IELTS academic The table illustrates the proportion of students giving good ratings for different aspects of a university in China in 2000, 2005, in 2010.

Academic
  American English
5 paragraphs
201 words
6.0
Overall Band Score
Coherence and Cohesion: 5.5
  • Structure your answers in logical paragraphs
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    Vary your linking phrases using synonyms
Lexical Resource: 5.5
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  • Use less common question specific words that accurately convey meaning
  • Check your work for spelling and word formation mistakes
Grammatical Range: 6.5
  • Use a variety of complex and simple sentences
  • Check your writing for errors
Task Achievement: 5.5
  • Answer all parts of the question
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    Present relevant ideas
  • Fully explain these ideas
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    Support ideas with relevant, specific examples
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